Consultation for educators “Organization of visual arts centers”

Consultation for educators “Organization of visual arts centers”

Urban district city of Vyksa

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION

combined kindergarten No. 7 “Goldfish”

607060, Vyksa, st. Kornilova building 97, 8(83177) 3 – 55 – 11, email: [email protected]

Consultation for teachers of the “Organization of Fine Arts Centers”

Completed by: art teacher Semenova Lyubov Ivanovna

2019

Organizations of fine arts centers

The corner of fine arts can be considered as a kind of artistic and creative complex. The creation of a subject-based environment for a preschool educational institution involves the organization of an artistic and creative complex of a corner of visual activities, which includes the interaction of the arts and various types of artistic activities that activate the independent activity of preschoolers.

Target:

formation of children's creative potential, development of interest in artistic activities, formation of aesthetic perception, imagination, artistic and creative abilities, independence, activity.

The organization of a subject-development environment for the development of visual activities in accordance with the federal educational standard for preschool education meets the following requirements.

Saturation:

The developmental environment for organizing visual arts has a variety of materials, equipment and supplies. It ensures the creative activity of all pupils, their emotional well-being, aesthetic development and the opportunity for self-expression.

Transformability of space:

It assumes the possibility of changes in the subject-spatial environment depending on the educational situation. At the request of the children, the group can be transformed into an “exhibition hall”, “gallery”, “workshop”, etc.

Multifunctionality of materials:

Possibility of varied use of various components of the subject environment. For example, a screen has been converted into an exhibition stand for displaying creative works. The presence of multifunctional items in the group (natural, waste material)

Environment Variability:

Availability of various spaces for the implementation of visual activities. Periodic rotation, renewal of the subject-developmental environment, its aesthetic and intellectual saturation, taking into account the specifics of the child’s perception, allows us to solve the problems of developing children’s creative activity.

Environment Availability:

The environment should be organized so that the materials and equipment necessary for children to carry out any activity are either in the child’s field of view or accessible so that he can take them without seeking help from an adult, including children with disabilities. Consumables must be aesthetic, intact, and clean. Exhibition areas must be accessible to children.

Office passport for isoactivities

MUNICIPAL STATE PRESCHOOL EDUCATIONAL INSTITUTION

KINDERGARTEN No. 484

Novosibirsk

Educational passport of the office

2016
Office
- a room intended for special classes with the necessary equipment for this

equipment.

Functional use of the cabinet:

• conducting individual and subgroup classes;
• individual counseling;
• family counseling;
• Maximum occupancy of the office is 12 people

Activities:

The main areas of activity of an art teacher at MKDOU are:

• individual and subgroup classes with children in visual arts and modeling;
• conducts a diagnostic examination of children in order to determine the level of development of visual skills;
• develops the subject content of the creative development of preschool children, technologies for its use in the educational process;
• advises teachers and parents on problems in children’s visual arts;
• is engaged in design activities.

Educator: Zhuzhkova Marina Viktorovna

Education: higher, NSPU, KhGF 2002 Qualification – teacher of fine arts and drawing, specialty “Decorative and applied arts and folk crafts, fine arts and drawing”

Advanced training courses on the topic

Work experience – 12 years

Telephone

Conditions for office placement:

The office is proportional and well lit, guaranteeing protection from prying eyes. The general background of the office is made in shades of calm tones. The office is decorated according to the basic principles of room design. The office has accumulated a wealth of material and literature necessary for the effective artistic development of preschool children, which allows for a deeper study of folk art and non-traditional drawing techniques.

Responsible for fire safety of the office - Zhuzhkova M.V.

1.General information:

2. Inventory of office property

Note:

The inventory is compiled based on the available property and its quantity.

3. Inventory sheet for technical training aids

Long-term plan for the development of the fine arts classroom:

Catalog of educational games:

Art materials and tools:

Visual aids:

List of methodological literature:

Sanitary and hygienic requirements:
2.6.1.1. Natural and artificial lighting in offices must comply with the norms and regulations of SNiP-23-05-95.

2.6.1.2. The cabinet windows can be oriented to all sides of the horizon, including to the north. The southern location of the windows requires the use of white curtains or special blinds to protect from direct sunlight.

2.6.1.3. The room should have side lighting on the left side at workplaces. With double-sided lighting and an office room depth of more than 6 m, it is necessary to install right-side lighting, the height of which must be at least 2.2 m from the floor.

2.6.1.4. Student desks should be positioned so that the light falls from the left side and the shadows falling from the hands do not interfere with writing and drawing.

2.6.1.5. It is prohibited to obstruct light openings (from the inside and outside) with equipment or other objects. The light openings of the office should be equipped with adjustable sun-protection devices such as blinds, fabric curtains in light colors that match the color of the walls and furniture.

2.6.1.6. For artificial lighting, fluorescent lamps of the following types should be used: LS002×40, LP028X40, LP002-2X40, LP034-4×36, TsSP-5-2X40. Lamps should be installed in rows along the cabinet parallel to the windows. It is necessary to provide for separate (in rows) switching on of lamps. The blackboard should be illuminated by two mirror lamps of the LPO-30-40-122 (125) type (“oblique light”) installed parallel to it. Lamps should be placed 0.3 m above the top edge of the board and 0.6 m towards the classroom in front of the board.

2.6.1.7. The illumination level of the surface of student desks under artificial lighting should be at least 500 lux, on the blackboard - 500 lux.

2.6.1.8. For additional lighting, it is recommended to use a series of lamps with a uniform light diffuser.

2.6.1.9. The coloring of the room, depending on the orientation, should be done in warm or cold tones of low saturation. Rooms facing south. they are painted in cold tones (a range of blue, gray, green), and to the north - in warm tones (a range of yellow, pink). Painting in white, dark and contrasting colors (brown, bright blue, lilac, black, red, crimson) is not recommended.

2.6.1.10. The floors must be free of cracks and covered with planks, parquet or linoleum on an insulated base.

2.6.1.11. The walls of the office should be smooth, allowing them to be cleaned using a wet method.

Window frames and doors are painted white.

The light reflection coefficient of walls should be in the range of 0.5-0.6, ceiling - 0.7-0.8, floor - 0.3-0.5.

2.6.1.12. The offices must be provided with heating and supply and exhaust ventilation in such a way that the temperature in the premises is maintained within 18-21 degrees Celsius; air humidity should be between 40-60%.

2.6.1.13. Natural ventilation should be carried out using transoms or vents with an area of ​​at least 1/50 of the floor area and providing three times the exchange of air. Transoms and vents must be equipped with devices that are convenient for closing and opening.

2.6.1.14. The office must have water supply (cold and hot water) for classes in painting, decorative and applied arts, design, sculpture.

2.6.1.15. One or two sinks should be located near the front door.

2.6.1.16. To use various technical teaching aids, the classroom must have power supply in compliance with safety rules in accordance with the requirements of the PUE and GOST 28139-89.

2.6.2. Requirements for the premises of fine art classrooms

2.6.2.1. In a basic school, the teaching of fine arts must take place in two rooms for primary and secondary classes, each with an area of ​​at least 80 m².

2.6.2.2. Alternative and elective classes are recommended to be held in additional studios with an area of ​​at least 36 m²

2.6.2.3. The front wall of the office should be chosen so that natural light is on the left.

2.6.2.4. A blackboard and projection screen should be mounted on the front wall of the classroom.

2.6.2.5. Under the board there can be drawers for tables and a panel with cool drawing tools.

2.6.2.6. The teacher's desk and equipment stand should be placed at a distance of 1.5 - 2 m from the front wall to ensure the possibility of using a graphic projector.

2.6.2.7. Student tables are arranged in accordance with the chosen form of lesson organization.

If tables are arranged in several rows, tables with a smaller height number should be placed closer to the board, and the passage between rows should be at least 0.6 m, the distance between tables should be at least 0.6 m, between rows of tables and longitudinal walls - 0.5-0.7 m, from the first tables to the front wall - 2.6-2.7 m. The greatest distance from the student’s last place from the board is 8.6 m.

2.6.2.8. The educational process using computer technology determines the placement of special tables in the classroom.

Desks with computers and peripheral devices should be placed against the wall so that the back of the computer is directed towards the wall and the sun's rays do not fall on the monitor screen.

2.6.2.9. The office should have cabinets for textbooks or storage containers along the back or side wall.

2.6.2.10. The office must provide space and facilities for storing and drying student work (racks or shelves).

2.6.3. Requirements for a set of furniture in fine art classrooms

2.6.3.1. Furniture must comply with the standards and requirements of GOST 22046-89 “Children's furniture. General technical conditions".

2.6.3.2. The desk for the teacher must comply with GOST 18313-93 Types and functional dimensions."

2.6.3.3. Student tables and chairs must comply with the requirements of GOST 19549-86 “Student tables for drawing and drawing. Types and functional dimensions" and GOST 11016-93 "Student's chairs. Types and functional sizes."

2.6.3.4 In the fine arts classroom, tables and chairs with N2 N4 are placed for primary classes, for middle classes - N4 and N5.

Color markings must be applied to the side surface of the student desk and chair: for N1 - orange, N2 - purple, N3 - yellow, N4 - red, N5 - green.

2.6.3.5. To conduct training using computer technology, student computer tables with space for a printer, scanner, and other peripheral devices must be installed. For primary classes, tables are 580 mm high, for secondary classes - 700 mm high and lift-and-swivel chairs.

2.6.3.6. The blackboard must meet the requirements and standards of GOST 20064-86 “Blackboards. General technical requirements" and comply with type P (folding blackboards with one or more additional rotating working surfaces).

The color of the board covering can be any shade of green.

2.6.3.7. To store educational equipment and teaching aids, the office must have a set of cabinet sections (at least 6) that meet the requirements of GOST 18666-95 “Cabinets for teaching aids. Functional dimensions” or storage containers.

The set should include sections with blind doors and glazed ones.

2.6.3.8. Stands for equipment must comply with the requirements of GOST 22361-95 “Stands for technical teaching aids. Types and functional sizes."

2.6.3.9. The office should have containers for storing tables.

2.6.3.10. The office must have at least 25 folding easels, three still life stands for drawing and painting classes.

2.6.3.11. At least three wall stands are required to demonstrate student work and didactic material and a rotating thematic exhibition.

2.6.4. Organization of work places for teachers and students

2.6.4.1. The teacher's workplace in the fine arts classroom should be located in the front part of the classroom and consist of a teacher's table with a chair, a stand for equipment, a blackboard, and a projection screen.

2.6.4.2. For an office, it is recommended to use a chalkboard with five working surfaces, consisting of a main board and two folding ones. Size of the main panel: 1500×1000 mm, folding panels: 750×1000 mm. These boards must have a magnetic surface.

2.6.4.3. The equipment of the teacher's place should be completely determined by the teaching technology.

2.6.4.4. The student's seat should include a student desk (student computer desk or easel) and a chair.

In student tables for drawing and drawing, the working surface should change from a horizontal position to an inclined one with an angle of up to 75 degrees. The inclined position of the working surface is intended for painting and drawing classes, the horizontal position is for writing, making models and other activities.

2.6.4.5. To organize group classes, it should be possible to divide the room into separate zones using movable screens, partitions or furniture.

2.6.5. Requirements for equipping classrooms with technical devices and devices

2.6.5.1. The fine arts room must be equipped with projection, video and audio equipment:

— slide projector;

— epiprojector;

— graphic projector;

— other projectors;

- color TV with a screen size of at least 61 cm diagonally with a VCR;

- computers.

2.6.5.2. The graphic projector should be located on a stand and located at the teacher’s desk at a distance of at least 1.8 m from the board.

2.6.5.3. To display screen media, a projection screen is required or part of the chalkboard (or one of the doors) must be white.

2.6.5.4. When using educational information technologies, there should be more than several computers in the classroom, one of which is intended for the teacher, connected into a local network. The number of computers is determined based on the classroom area, provided that there is at least 6 m² per computer.

2.6.5.5. When using modern educational information technologies, a printer, plotter, scanner or other peripheral devices should be provided in the classroom.

2.6.6. Requirements for equipping the classroom with educational equipment and the necessary documentation

2.6.6.1. The fine arts classroom must be equipped with teaching aids for the following types of classes: drawing from life, arts and crafts classes, plastic arts; design and production of simple models, conversations about art.

2.6.6.2. The range of educational equipment must correspond to the content of the curriculum chosen by the school and be guided by the current “List of educational equipment in fine arts for educational institutions of Russia,” approved by order of the Ministry of Education of the Russian Federation.

2.6.6.3. The office should have a sufficient set of methodological literature for students, including a methodological journal on the subject, training programs for fine arts in a given educational institution, reference literature of a normative nature, and an educational standard for fine arts.

2.6.6.4. The office should have file cabinets of reference literature, methodological literature for teachers, for students, a file cabinet of teaching aids systematized by grade, by topic, a file cabinet of teacher preparation for the lesson, a thematic file cabinet containing individual and group assignments for students.

2.6.6.5. In an office equipped with equipment and training equipment, a complete set of technical documentation must be presented, including a passport for the technical device, safety and operating instructions.

2.6.7. Requirements for placement and storage of equipment

2.6.7.1. Educational equipment and manuals should be stored in sectional cabinets located along the back wall and having adjustable shelves and half-shelves.

The set should include sections with blind doors and glazed ones. Models, instruments, books, tools, paper and rarely used materials should be stored in cabinet sections with blind doors; in the glazed sections - objects for still lifes, geometric bodies, demonstration aids, reference material and other aids necessary for carrying out frontal work.

2.6.7.2. Filmstrips, transparencies, and selections of materials from current periodicals should be placed on the bookshelves of sectional cabinets. The bottom doors of these cabinets must be solid.

2.6.7.3. Filmstrips must be placed in special installations. Cells and boxes with filmstrips must be labeled and assigned the same numbers as on the boxes of filmstrips.

2.6.7.4. All screen, sound and screen-sound aids must be located away from the heating system.

2.6.7.5. Tables should be placed in special boxes located either under the board or along the wall under the exhibition stands.

2.6.7.6. Materials of current periodicals should be stored in special boxes on which you can paste a cut-out headline of a newspaper, magazine, part of the cover, etc.

2.6.7.7. Audio and video cassettes, floppy disks and discs must be stored in metal safe-type cabinets.

2.6.8. Requirements for interior design of a fine art office

2.6.8.1. The design of fine arts classrooms must meet the functional requirements of educational technology for the scientific organization of activities of students and teachers.

2.6.8.2. A chalkboard should be placed on the front wall of the office.

2.6.8.3. The side wall of the office, free of furniture, should be used for displays. Information stands can be temporary or permanent.

2.6.8.4. Temporary exhibition stands should include working and instructional stands:

— work stands must contain material used in studying a specific topic of the program;

— instructional stands should contain recommendations of a methodological nature and include more textual material.

2.6.8.5. Long-term exhibitions (portraits of artists, statements) should be placed at the top of the side wall above temporary exhibition stands.

2.6.8.6. Different fonts can be used in the design of stands: printed and handwritten, Arabic and Gothic. Headings and subheadings should be in the same style.

Art activity corner in the preparatory group

Larisa Mikhailova

Art activity corner in the preparatory group

Requirements for the activity corner in accordance with Federal State Educational Standards

Thematic zones in the group are a prerequisite for the harmonious all-round development of preschoolers. The richness of their content, together with suitable design, will allow children to gain a great experience during their stay in kindergarten. One of the favorite activities of both younger and older preschoolers is drawing, which contributes to the creative development of preschoolers. And the child will be able to find a suitable activity in the art corner, which the teacher will equip specifically for this purpose.

The purpose of the fine arts corner is to develop children’s creative potential, develop interest in artistic activities, develop aesthetic perception, imagination, artistic and creative abilities, independence, and activity.

Requirements for creating and designing an art corner:

According to the modern educational standard (FSES), the design of the fine art zone in a group must meet the following requirements.

• Compliance with sanitary and hygienic requirements. The corner is located in a well-lit place (near the window). Furniture must be appropriate for the height of children

• Equipment meets age specific needs. After all, each age category is unique. For example, younger preschoolers are in the process of adaptation, so the teacher does not need to change the design often. Children's attention should not be distracted by unnecessary details. In addition, the art corner should contribute to the development of children's sensory skills. At an older age, conditions for self-expression are more important. Materials for creativity and aesthetic development (for example, picture albums) should be freely available to preschoolers so that they feel like “masters” in the group.

• High aesthetics. A good corner attracts children's attention with its beautiful design. The guys should feel comfortable there and experience aesthetic pleasure. “Children’s” design is important - the inclusion of game characters (pictures and dolls, creative works of students) in the design.

• Multifunctionality . The gaming environment can be modified depending on the learning situation and combined with other zones. After all, groups are not very large rooms, so every meter must be used rationally. Equipment and materials must be easily transformed to create a new game. For example, with the help of the Fine Arts corner, you can organize a role-playing game “In the artist’s workshop” (combined with the theatrical corner).

• Variability. The equipment of the zone changes periodically: new material for creativity is added, children's demonstration works and design elements are updated. In addition, conditions should be created in the corner for individual (for example, drawing, coloring pictures) and collective activities (looking at albums, didactic games).

• Safety and high quality of materials used in creating the zone. This applies to both furniture and means for directly equipping the corner (for example, dangerous items should be stored in boxes with a lid).

• Compliance with the gender principle. As you know, boys and girls have their own preferences. The teacher should take this point into account when selecting material in the art corner (in particular, offer coloring pages with cars, airplanes, robots and princesses, flowers, butterflies, etc.)

Contents of the ISO corner in the group

The most important component of the art zone in a group is its capacity.

First of all, these are directly materials for creativity, both traditional and non-traditional

— Paper of various textures and formats (A3, A4, A5).

— Paper, tinted in warm and cold tones, two-color (blue top of the sheet is the sky and green is the grass).

— Colored pencils, wax crayons, felt-tip pens, gel pens, markers, charcoal, sanguine.

— Gouache and watercolor paints, brushes of different thicknesses, palettes, sippy cups, brush stands.

— Small magnetic drawing boards.

— Natural material for decorating drawings (cones, acorns, seeds, sawdust, etc.).

— Devices and tools for drawing in non-traditional techniques (foam rubber, cotton swabs, toothbrushes, stamps, cocktail straws, etc.).

— Coloring books of various subjects, stencils depicting animals, plants, fruits, vegetables, cars, etc.

— Aprons and sleeves for preschoolers.

— When filling the corner with materials, the age of the students must be taken into account.

So, at a younger age, colored pencils and felt-tip pens of primary colors are enough: black, red, yellow, blue and green. Further, the color range expands as children grow older. New materials are added as they are mastered (for example, watercolors, sanguine and charcoal in the older group). The same applies to materials for non-traditional art techniques (for example, after students in the junior group have mastered drawing with cotton swabs in class, the teacher places them in the art area).

Visual materials are also of great importance in the art corner. That is, in the corner there should be:

— Reproductions of paintings by famous artists, demonstrating various genres (landscape, portrait, still life, portraits of painters.

— Albums on decorative and applied arts (“Gzhel”, “Khokhloma”, “Haze”, etc.). If a given topic was discussed in class, additional material on it is provided.

— Samples of toys and handicrafts. For children of primary preschool age - 2 - 3 types of folk toys (Bogorodsk toy, Semyonovsky and other nesting dolls, Gorodets carved toy (horses), etc.).

For children of middle and senior preschool age, 3–4 types of works of folk art are selected (Dymkovo clay toy, works by Khokhloma and Gorodets masters, etc.).

— Folder with the best children's works.

— Album with works in non-traditional visual techniques.

— Collections of beautiful postcards on various topics: New Year, Eighth of March, Victory Day, Cosmonautics Day. Children can use them as samples to create drawings and posters.

— Step-by-step diagrams for drawing popular objects (a person in different poses, a cat, a dog, a horse and other animals, birds, flowers).

— Posters on the topic of visual arts.

An integral part of the fine arts corner are didactic games of this type.

For younger preschoolers, these are simple guides to reinforce primary colors. The child’s task is to determine which colors are used in each specific drawing. Games like “Decorate Matryoshka’s sundress” are also suitable for kids: you need to match the sundress and flowers by color

In the middle group, games of the previous age become more complex and it is already possible to introduce games for the development of compositional skills and games in decorative and applied arts. At first they are simple, for example, “Place the candies in the vases.” Children must outwardly learn to distinguish products from different crafts from each other (match candies and vases)

In older preschool age, these games become more complex. For example, in arts and crafts games, the goal is to deepen knowledge. Children are invited to use cards to recreate the sequence of performing elements of folk painting. The manual may be aimed at a more detailed study of a specific painting, for example, Khokhloma. In addition, games are added to consolidate knowledge about painting genres; about perspective, horizon line, distance and approach of objects, foreground and background of the picture.

Another important component (although not obligatory) of the art corner in the group is a stand for children’s work. The child can hang his drawing there so that the teacher and other children can admire it.

An art corner organized in this way in a group will help preschoolers fully develop their artistic abilities, consolidate the material covered in class, and realize their own fantasies. The main thing is that materials and visual aids are always freely available. The bright and original design of this area is also important: after all, artistic taste needs to be developed from a very early age.

MAGAZINE Preschooler.RF

Yakovleva A.V., teacher, kindergarten No. 77, Primorsky district of St. Petersburg

Direct educational activities are implemented through the organization of various types of children's activities or their integration using various forms and methods of work, the choice of which is carried out by teachers independently depending on the number of children, the level of mastery of the general education program of preschool education and the solution of specific educational problems. I agree with L.S.'s theory. Vygotsky and his followers that the processes of upbringing and teaching do not directly develop the child in themselves, but only when they have activity forms and have appropriate content. Unlike other standards, the Federal State Educational Standard for Educational Education is not the basis for assessing compliance with the established requirements of educational activities and training of students. The development of educational programs of preschool education is not accompanied by intermediate certifications and final certification of students.

For the first time, preschool education is recognized as an independent level of general education. If FGT imposed requirements on the structure and conditions for the implementation of the main educational program, then the Federal State Educational Standards for Educational Education also impose requirements on the results of mastering the main educational program, and this is a fundamental innovation.

I believe that artistic and aesthetic development is the most important aspect of raising a child. It contributes to the enrichment of sensory experience, the emotional sphere of the individual, affects the knowledge of the moral side of reality, and increases cognitive activity. Aesthetic development is the result of aesthetic education. A component of this process is art education - the process of mastering art knowledge, abilities, skills, and developing abilities for artistic creativity. An important component of artistic and aesthetic development is the formation in children of artistic taste (visual, auditory), the ability to communicate with art, actively express themselves in creativity, and create their own subject-developing artistic environment. The system of work on artistic and aesthetic development consists of interconnected components:

• updating the content of education (choice of programs and technologies);
• creating conditions for artistic and aesthetic development (staffing, educational and methodological support, creation of a subject-development environment);
• organization of the educational process (working with children and parents);
• coordination of work with other institutions and organizations.

“Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.)" .

Thus, I would like to say that in order to organize visual activities in a preschool educational institution according to the Federal State Educational Standard, it is necessary to fulfill special conditions, use a variety of methods and techniques and forms of work. The creative process is a real miracle - children reveal their unique abilities and experience the joy that creation brings them. Creative abilities develop when all conditions are created for this and are used to their full extent. Each child's work is individual and unique. “In creativity there is no right path, there is no wrong path, there is only your own path .